Marco de competencias para el análisis de hackatones cívicas de transformación educativa

Civic hackathons represent a new way of responding to the main socio-educational challenges. Based on a descriptive-interpretive approach, we used a mixed and evolutionary methodology for three field studies. The first is an action-research in the community of the Raval neighborhood in Barcelona. The second involves a model iteration with a non-participant role. The third is an international immersion in the hacker context of the MIT Media Lab to contrast what has been learned and open new lines of research. The results indicate the unequivocal pre-eminence of process factors and personal and community empowerment over the impact deriving from the solutions created. In addition, there is evidence of a significant relationship between the predisposition of the participants toward creativity and collaborative competence and their effectiveness in creating solutions. The potential of the hackathon to enrich community social capital is also shown. Finally, a competency framework is proposed that helps make the benefits of participation tangible, promotes evaluation of the model, and inspires new research.